Winthrop University Graduate Council Minutes November 10, 2006 208 Thurmond 2:00 pm The following members were present: Annie-Laurie Wheat ,Chair, Bill Grigsby, Marshall Jones, Sue Peck, Cara Peters, Kelly Richardson, Jean Silagyi-Rebovich, Laurie Carpenter and, David Rankin. Antje Mays was absent. 1. Council electronically approved the minutes of the April 25th, 2006 meeting. 2. Council approved the following Curriculum Actions: College of Arts and Sciences Department of Geography Add: GEOG 501 Geographical Information Systems Department of Political Science: Change: PLSC 551 African-American Political Thought Prerequisite: From GNED 102, or permission of instructor To: “GNED 102, or AAMS 300, or permission of instructor or graduate status Department of Sociology: Change: Prerequisite for SOCL 502 From: SOCL 101 or 201 or permission of instructor. To: Sociology Majors/Minors or permission of instructor College of Education: Department of Reading: Modify the MEd in Reading: Change: From: The Master of Education degree in reading is designed to better prepare the certified classroom teacher for literacy instruction. Graduates of this program must meet course requirements for certification as a reading teacher. In addition, graduates will have satisfactory scores on the PRAXIS (The Introduction to the Teaching of Reading Specialty Area Test) examination. Graduate courses are also available to enable the certified teacher to meet certification requirements for reading consultant. To: The Master of Education degree in reading is designed to better prepare the certified classroom teacher for literacy instruction. Graduates of this program will meet South Carolina course requirements for certification as a reading teacher. In addition, graduates must have satisfactory scores on the appropriate PRAXIS examination to meet certification requirements Graduate courses are also available to enable the certified teacher to meet South Carolina certification requirements for reading consultant. Add to Admission Requirements: 5. Complete a writing sample that confirms the literacy skills of the candidate. Add: During the program, candidates will be required to meet performance measures as specified below: Entry to READ 671 – Practicum in Diagnosis and Correction of Classroom Reading Difficulties 1. 2. Program of Study filed; 3.00 or higher cumulative GPA; 3. 4. 5. Overall grade of B in all READ courses; Passing score on pre-practicum qualifying examination; and Review of dispositions. Entry to READ 681 – Organization and Supervision of Reading Program 1. 2. 3.00 or higher cumulative GPA; and Successful completion of both practicum courses (READ 671 and READ 675) with a grade of B or higher. Exit from Program 1. 3.00 or higher cumulative GPA; 2. Successful completion of 36 hour programs; and 3. Final review of dispositions. Delete from Required Program: EDUC 670 Professional Supportive Courses: at least one of these courses must be completed prior to enrollment in READ 671 Specialty Area Studies (must be taken in sequence) Add: READ 611 to MEd in Reading Change: Title of READ 621 From: Advanced Strategies for Teaching the Integrated English Language Arts To: Infusing Mediacy into the Teaching of the Integrated English/Language Arts Change: Title of READ 623 From: Written Expression in Elementary and Middle Schools To: Written Expression in Elementary, Middle and Secondary Schools Change: Catalog Description to: Graduate candidates will review research-based best practices in writing instruction, examine issues in writing instruction and create and interdisciplinary writing unit Add: READ 651 Add: READ 656 Change: Title of READ 661 From: Methods and Materials for Reading Instruction To: Theory and Research for Instructional Applications to Teaching Reading Change: READ 671 Title From: Diagnosis and Correction of Reading Difficulties in the Classroom To: Practicum in Diagnosis and Correction of Reading Difficulties in the Classroom Add: Prerequisites: 645 and EDUC 640 Add: READ 675 Change: Prerequisites for READ 681 From: READ 661, 671, ELEM or SCED 611, and a minimum of one year of teaching experience To: READ 621, 645, 661, 671, 675, EDUC 640 2006-2008 Graduate Catalog Graduate Program Advisor: Richard Ingram, 803/323-2158 The Master of Education degree in reading is designed to better prepare the certified classroom teacher for literacy instruction. Graduates of this program must meet course requirements for certification as a reading teacher. In addition, graduates will have satisfactory scores on the PRAXIS (The Introduction to the Teaching of Reading Specialty Area Test) examination. Graduate courses are also available to enable the certified teacher to meet certification requirements for reading consultant. Admission Requirements. Applicants requesting admission to the Master of Education degree program in reading must: 1. Have completed a course in the teaching of reading; 2. Submit a verified copy of a current South Carolina Department of Education Class III Certificate or the equivalent from another state; 3. Document one year of successful teaching experience. Applicants who have not taught are placed for 30 hours of observation and/or participation in a classroom or in a variety of instructional settings. 4. Have an undergraduate grade point ratio of 2.75 on a 4.00 scale OR a combined score of 900 (verbal and quantitative) on the GRE. 5. Successfully complete a reading-specific writing sample. Semester Required Program Hours Professional Studies EDUC 640 Educational Research, Design and Analysis 3 EDUC 670 Schooling in American Society 3 EDUC 681 Advanced Educational Psychology 3 Professional Supportive Courses:(at least one of these courses must be completed prior to enrollment in READ 671.) READ 621 Advanced Strategies for Teaching the Integrated English Language Arts 3 READ 645 Teaching Content Area Reading 3 Specialty Area Studies (must be taken in sequence): READ 661 Methods and Materials for Reading Instruction 3 READ 671 Diagnosis and Correction of Reading Difficulties in the Classroom 3 READ 691 Practicum in the Teaching of Reading 3 READ 681 Organization and Supervision of Reading Programs 3 Select one from the following: READ 510 Literature for Children 3 READ 611 Issues in Teaching Literature for Children and Young Adults Directed Electives (6 hours)* Candidates are encouraged to choose electives from the following: EDCI 600 or EDCI 611, SPED 561, SPED 583, SPED 626, SPED 663, READ 561 or READ 571, READ 541, READ 623, EDUC 650. ____ Total Semester Hours 36 Directed Electives must be planned with the approval of the candidate’s advisor. 2008-2010 MEd READ The Master of Education degree in reading is designed to better prepare the certified classroom teacher for literacy instruction. Graduates of this program will meet South Carolina course requirements for certification as a reading teacher. In addition, graduates must have satisfactory scores on the appropriate PRAXIS examination to meet certification requirements Graduate courses are also available to enable the certified teacher to meet South Carolina certification requirements for reading consultant. Admission Requirements. Applicants requesting admission to the Master of Education degree program in reading must: 1. Have completed a course in the teaching of reading; 2. Submit a verified copy of a current South Carolina State Department of Education Class III Certificate or the equivalent from another state; 3. Document one year of successful teaching experience. Applicants who have not taught are placed for 30 hours of observation and/or participation in a classroom or in a variety of instructional settings. 4. Have an undergraduate grade-point-ratio of 2.75 on a 4.00 scale OR a combined score of 900 (verbal and quantitative) on the GRE. 5. Complete a writing sample that confirms the literacy skills of the candidate. Candidates will be required to meet performance measures as specified below: Entry to READ 671 – Practicum in Diagnosis and Correction of Classroom Reading Difficulties 6. Program of Study filed; 7. 3.00 or higher cumulative GPA; 8. Overall grade of B in all READ courses; 9. Passing score on pre-practicum qualifying examination; and 10. Review of dispositions. Entry to READ 681 – Organization and Supervision of Reading Program 3. 3.00 or higher cumulative GPA; and 4. Successful completion of both practicum courses (READ 671 and READ 675) with a grade of B or higher. Exit from Program 4. 3.00 or higher cumulative GPA; 5. Successful completion of 36 hour programs; and 6. Final review of dispositions. Semester Required Program Hours Professional Studies EDUC 640 Educational Research, Design and Analysis 3 EDUC 681 Advanced Educational Psychology 3 READ Specialty Area Studies Supportive Courses: READ 611 Issues in Teaching Literature for Children and Young Adults3 READ 623 Written Expression in Elementary, Middle and Secondary Schools 3 READ 651 Teaching Reading and Writing to Learners with Limited English Proficiency READ 656 Principles and Strategies for Assessing and Teaching P-12 English Language Learners 3 3 READ Core Courses: READ 621 Infusing Technology into the Teaching of the Integrated English/Language Arts 3 READ 645 Teaching Content Area Reading The following courses must be taken in sequence READ 661 Theory and Research Base for Instructional Applications to Teaching Reading 3 READ 671 Practicum in Diagnosis and Correction of Reading Difficulties in the Classroom 3 READ 675 Advanced Practicum in the Teaching of Reading 3 READ 681 Organization and Supervision of Reading Programs 3 TOTAL SEMESTER HOURS 36. 3 Department of Educational Leadership: Change: Prerequisites for EDLD 621 From: Complete core courses in EDLD 601, 602, 603 and 611. To: Prerequisite courses vary depending on the start date of the cohort. At least 9 hours EDLD Specialty Courses are required prior to the beginning of EDLD 621 (Internship One) Change: Grading for EDLD 621 From: A grade of S or U is recorded. To: A grade of A,B,C or F will be recorded for this Internship Change: Prerequisites for EDLD 622 From: Complete core courses and EDLD 601, 602, 603 and 611. To: Prerequisite courses vary depending on the start date of the cohort. At least 9 hours EDLD Specialty Courses are required prior to the beginning of EDLD 621 (Internship One) Successful completion of EDLD 621. Change: Grading for EDLD 622 From: A grade of S or U is recorded. To: A grade of A,B,C or F is recorded. Change: Prerequisites for EDLD 623 From: Complete core courses and EDLD 601, 602, 603 and 611. To: Prerequisite courses vary depending on the start date of the cohort. At least 9 hours EDLD Specialty Courses are required prior to the beginning of EDLD 621 (Internship One). Successful completion of EDLD 621 and EDLD 622. Change: Grading for EDLD 623 From: A grade of S or U is recorded. To: A grade of A,B,C, or F is recorded. Department of Curriculum and Instruction: Add: FACS 501 Prerequisite: Restricted to Family and Consumer Sciences majors. Modify: MEd in Curriculum and Instruction Delete from Required Program: SPED 681 Add: after Secondary Education: OR Educational Technology EDUC 641 EDUC 643 EDUC 644 EDUC 650 EDUC 651 Tools of the Educational Technologist Education Technology Planning and Evaluation Strategies for Effective Application of Assistive Technology to Promote Learning Teaching and Learning with the Internet OR Connecting Curriculum and Technology 2006-2008 Graduate Catalog Master of Education in Curriculum and Instruction Graduate Program Advisor: Sue Peck, 803/323-2158 The Master of Education in Curriculum and Instruction is designed to meet the professional development needs of teachers in contemporary schools. The program has three options and graduate candidates choose one: elementary education, early childhood education or secondary education. The program is aligned in part with the National Board of Professional Teaching Standards and addresses the critical issue of accountability in educational settings. Candidates in the MEd in Curriculum and Instruction will have multiple clinical experiences and application is expected throughout the program. Access to a public school classroom is required. Admission Requirements. To be eligible for admission to the Master of Education degree program in Curriculum and Instruction with graduate status, the applicant must submit the following criteria: 1. Evidence of two years successful teaching experience; 2. Copy of current South Carolina Department of Education Class III Professional Certificate or the equivalent from another state; 3. Official score of 900 or above on the General Test of the Graduate Record Examination (verbal and quantitative portions) or 2.75 undergraduate GPA; 4. 5. Statement of professional goals; and Two letters of recommendation, one from principal (or other instructional supervisor) and at least one professional educator who has observed the applicant teach. Letters should reflect work with children and address the applicant’s leadership potential. Candidates will be required to meet performance measures as specified below: Midpoint Assessment (18 hours) 1. Program of Study filed, 2. 3.0 or higher cumulative GPA, 3. EDCI 635 data project satisfactorily completed; and 4. Review of dispositions. Entry to Capstone (30 hours) 1. 3.0 or higher cumulative GPA, 2. EDCI 636 research synthesis satisfactorily completed; and 3. Review of dispositions. Exit from the Program (36 hours) 1. 3.0 or higher cumulative GPA and 2. EDCI 637 (or 695) satisfactorily completed. Semester Required Program Hours Professional Core Courses: EDUC 640 Educational Research, Design and Analysis 3 EDUC 670 Schooling in American Society 3 EDUC 681 Advanced Educational Psychology 3 Curriculum and Instruction Core Courses: EDCI 635 Using Data to Improve Teaching and Learning 3 EDCI 636 Contemporary Issues and Trends in Curriculum and Instruction 3 SPED 681 Educational Implications for the Exceptional Individual EDUC 650 Teaching and Learning with the Internet OR EDUC 651 Connecting Curriculum and Technology 3 3 3 EDCI 637 Capstone: Advanced Field Placement 3 OR EDCI 695 Thesis 3 Choose One Option: 12 Early Childhood Education ECED 631 Home-School-Community Collaboration ECED 660 Emergent Literacy and the Integrated Curriculum ECED 661 Contemporary Issues in Early Care and Education ECED 636 Early Childhood Development and Implications for Developmentally Appropriate Practices OR Elementary Education ELEM 631 Science in the Elementary School ELEM 636 Problems in Teaching Mathematics ELEM 641 Social Studies in the Elementary School READ 621 Advanced Strategies for Teaching the Integrated English Language Arts OR Secondary Education EDCI 611 Curriculum Development and Instructional Strategies 500-600 level approved content courses 9 ___ Total Semester Hours 36 2008-2010 Graduate Catalog MED CURI (ECED, ELEM and SCED) The Master of Education in Curriculum and Instruction is designed to meet the professional development needs of teachers in contemporary schools. The program has three options (graduate candidates choose one), and is aligned in part with the National Board of Professional Teaching Standards and addresses the critical issue of accountability in educational settings. Candidates in the MEd in Curriculum and Instruction will have multiple clinical experiences and application is expected throughout the program. Access to a public school classroom is required. Admission Requirements. To be eligible for admission to the Master of Education degree program in Curriculum and Instruction with graduate status, the applicant must submit the following criteria: 6. Evidence of two years successful teaching experience; 7. Copy of current South Carolina State Department of Education Class III Professional Certificate or the equivalent from another state; 8. Official score of 900 or above on the General Test of the Graduate Record Examination (verbal and quantitative portions) or 2.75 undergraduate GPA; 9. 10. Statement of professional goals; and Two letters of recommendation, one from principal (or other instructional supervisor) and at least one professional educator who has observed the applicant teach. Letters should reflect work with children and address the applicant’s leadership potential. Semester Required Program Hours Professional Core Courses: EDUC 640 Educational Research, Design and Analysis 3 EDUC 670 Schooling in American Society3 EDUC 681 Advanced Educational Psychology 3 Curriculum and Instruction Core Courses: EDCI 635 Using Data to Improve Teaching and Learning 3 EDCI 636 Contemporary Issues and Trends in Curriculum and Instruction 3 SPED 561 Characteristics of Children With Learning Disabilities OR SPED 583 Children with Behavioral and Emotional Problems3 EDUC 650 Teaching and Learning with the Internet 3 OR EDUC 651 Connecting Curriculum and Technology 3 EDCI 637 Capstone: Advanced Field Placement 3 OR EDCI 695 Thesis 3 Choose One Option: Early Childhood Education ECED 631 Home-School-Community Collaboration ECED 660 Emergent Literacy and the Integrated Curriculum 12 ECED 661 Contemporary Issues in Early Care and Education ECED 636 Early Childhood Development and Implications for Developmentally Appropriate Practices OR Elementary Education ELEM 631 Science in the Elementary School ELEM 636 Problems in Teaching Mathematics ELEM 641 Social Studies in the Elementary School READ 621 Advanced Strategies for Teaching the Integrated English Language Arts OR Secondary Education EDCI 611 Curriculum Development and Instructional Strategies 500-600 level approved content courses 9 OR Educational Technology EDUC 641 EDUC 643 EDUC 644 EDUC 650 EDUC 651 Tools of the Educational Technologist Education Technology Planning and Evaluation Strategies for Effective Application of Assistive Technology to Promote Learning Teaching and Learning with the Internet OR Connecting Curriculum and Technology ____ Total Semester Hours 36 ___________________________________________ 3. The Council approved the following Graduate Faculty Nominations: Matthew Manwarren Michael Aradas 4. Discussion of plus/minus grading system 5. Reports Update on Committee on Graduate Studies (Chaired by Boyd and Weikle) (Dave Rankin) 6. New Business